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Number Templates for Sequencing and Skip Counting - Planets and Rockets
F 1 2 3 4 Pre & Primary Essentials Games & Activities Resources Mathematics Number & Place Value 1 Page

Number Templates for Sequencing and Skip Counting - Planets and Rockets

This colourful and cute templates can be used in several ways to reinforce concepts related to ordering and sequencing numbers, as well as skip counting. Use them for ordering numbers 1-10, or skips counting in 2s and 5s. The possibilities are endless!

Each template has a fun theme to keep kids engaged and eager to practice their math’s!

It can be used in rotational activities, warms, ups, fast finishers or a formative assessment.
 

Having trouble downloading? Follow our step-by-step guide

Learning goals

  • We are learning to read, write and order numbers to 20 using concrete materials, connecting quantities, numerals and number names.
  • We are learning to count forwards and backwards up to 20.
  • We are learning to partition and combine collections up to 10 using counting strategies.
  • We are learning to connect number names, numerals and quantities to 10.
  • We are learning to count collections of items (e.g. coins) and skip count by 5s or 10s to record how many in the collection.
  • We are learning to count in ones, twos, fives and tens, to and from 100.
  • We are learning to recall addition facts to 20 and apply to related subtraction facts using a range of strategies.
  • We are learning to recall multiplication facts for twos and apply to related division facts using doubling and halving.
  • We are learning to explore number sequences by twos, threes, fives and tens from any starting point.
  • We are learning to read, write, name and order numbers to at least 1000 using concrete and virtual materials, numerals and number lines.
  • We are learning to recognise, model, represent and order numbers to at least 1000.
  • We are learning to recognise, model, represent and order numbers to at least 10 000.
  • We are learning to multiply and divide one- and two-digit numbers in word problems using a variety of strategies.
  • We are learning to recall multiplication facts for 3, 4, 5 and 10 and apply this to related division facts.
  • We are learning to recall multiplication facts of two, three, five and ten and related division facts.
  • We are learning to recognise, model, represent and order numbers to at least tens of thousands.
  • We are learning to recall multiplication facts up to 10 x 10 and related division facts, developing efficient mental strategies.
  • We are learning to recall multiplication facts up to 10 × 10 and related division facts.

Curriculum alignment

AC9M1N03 9 Quantify sets of objects, to at least 120, by partitioning collections into equal groups using number knowledge and skip counting AC9MFN01 9 Name, represent and order numbers including zero to at least 20, using physical and virtual materials and numerals AC9MFN04 9 Partition and combine collections up to 10 using part-part-whole relationships and subitising to recognise and name the parts AC9M4A02 9 Recall and demonstrate proficiency with multiplication facts up to 10 x 10 and related division facts; extend and apply facts to develop efficient mental strategies for computation with larger numbers without a calculator AC9M3A03 9 Recall and demonstrate proficiency with multiplication facts for 3, 4, 5 and 10; extend and apply facts to develop the related division facts AC9M3N04 9 Multiply and divide one- and two-digit numbers, representing problems using number sentences, diagrams and arrays, and using a variety of calculation strategies AC9M2A02 9 Recall and demonstrate proficiency with addition facts to 20; extend and apply facts to develop related subtraction facts AC9M3N01 9 Recognise, represent and order natural numbers using naming and writing conventions for numerals beyond 10 000 AC9M2A03  9 Recall and demonstrate proficiency with multiplication facts for twos; extend and apply facts to develop the related division facts using doubling and halving  AC9M2N01 9 Recognise, represent and order numbers to at least 1000 using physical and virtual materials, numerals and number lines ACMNA002 8.4 Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond ACMNA072 8.4 Recognise, represent and order numbers to at least tens of thousands ACMNA056 8.4 Recall multiplication facts of two, three, five and ten and related division facts ACMNA075 8.4 Recall multiplication facts up to 10 × 10 and related division facts ACMNA052 8.4 Recognise, model, represent and order numbers to at least 10 000 ACMNA026 8.4 Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and tens from any starting point, then moving to other sequences ACMNA001 8.4 Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from  any starting point ACMNA012 8.4 Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero ACMNA027 8.4 Recognise, model, represent and order numbers to at least 1000
MA1-6NA old Uses a range of mental strategies and concrete materials for multiplication and division MA1-3WM old Supports conclusions by explaining or demonstrating how answers were obtained MA1-2WM old Uses objects, diagrams and technology to explore mathematical problems MA1-1WM old Describes mathematical situations and methods using everyday and some mathematical language, actions, materials, diagrams and symbols MA2-2WM old Selects and uses appropriate mental or written strategies, or technology, to solve problems MA2-3WM old Checks the accuracy of a statement and explains the reasoning used MA2-4NA old Applies place value to order, read and represent numbers of up to five digits MA2-6NA old Uses mental and informal written strategies for multiplication and division MA1-4NA old Applies place value, informally, to count, order, read and represent two- and three-digit numbers MA2-1WM old Uses appropriate terminology to describe, and symbols to represent, mathematical ideas MAe-4NA old Counts to 30, and orders, reads and represents numbers in the range 0 to 20 MAe-3WM old Uses concrete materials and/or pictorial representations to support conclusions MAe-2WM old Uses objects, actions, technology and/or trial and error to explore mathematical problems MAe-1WM old Describes mathematical situations using everyday language, actions, materials and informal recordings MA1-CSQ-01 new Uses number bonds and the relationship between addition and subtraction to solve problems involving partitioning MA1-RWN-02 new Reasons about representations of whole numbers to 1000, partitioning numbers to use and record quantity values MA1-RWN-01 new Applies an understanding of place value and the role of zero to read, write and order two- and three-digit numbers MAE-RWN-02 new Reads numerals and represents whole numbers to at least 20 MA2-RN-01 new Applies an understanding of place value and the role of zero to represent numbers to at least tens of thousands MA2-RN-02 new Represents and compares decimals up to 2 decimal places using place value MA2-AR-01 new Selects and uses mental and written strategies for addition and subtraction involving 2- and 3-digit numbers MA2-AR-02 new Completes number sentences involving addition and subtraction by finding missing values MA2-MR-01 new Represents and uses the structure of multiplicative relations to 10 × 10 to solve problems MA2-MR-02 new Completes number sentences involving multiplication and division by finding missing values MAE-CSQ-02 new Represents the relations between the parts that form the whole, with numbers up to 10 MA1-FG-01 new Uses the structure of equal groups to solve multiplication problems, and shares or groups to solve division problems
VCMNA070 Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond VCMNA072 Compare, order and make correspondences between collections, initially to 20, and explain reasoning VCMNA103 Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and ten from any starting point, then moving to other sequences VCMNA069 Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point VCMNA155 Recall multiplication facts up to 10 × 10 and related division facts VCMNA108 Recognise and represent multiplication as repeated addition, groups and arrays VCMNA107 Solve simple addition and subtraction problems using a range of efficient mental and written strategies VCMNA186 Recognise, represent and order numbers to at least hundreds of thousands VCMNA114 Apply repetition in arithmetic operations, including multiplication as repeated addition and division as repeated subtraction VCMNA086 Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero VCMNA134 Recall multiplication facts of two, three, five and ten and related division facts VCMNA109 Recognise and represent division as grouping into equal sets and solve simple problems using these representations VCMNA088 Count collections to 100 by partitioning numbers using place value VCMNA152 Recognise, represent and order numbers to at least tens of thousands VCMNA130 Recognise, model, represent and order numbers to at least 10 000 VCMNA104 Recognise, model, represent and order numbers to at least 1000

Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.

Differentiation

Modifications

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